KO KATHERINE OUNG
KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
22057 Palm Grass Dr. Boca Raton, FL 33428 561-843-8755 katherine.oung@gmail.com March 12, 2016 Stephanie Russo Suncoast High School 1717 Avenue S, Rivera Beach, FL 33404 561-882-3400
D
ear Mrs. Stephanie Russo,
The Renaissance is a fantastic and successful publication, and because of this, I would like to apply to become a member of your yearbook staff. My experience as the People Section Editor of the Masterpiece Yearbook has prepared me to be an asset to your staff. As a staffer, I have shown myself to have a strong work ethic, to be intelligent, and to able to meet tight deadlines. Furthermore, I have worked extensively in professional programs such as Adobe InDesign CS6, Adobe Illustrator CS6, and Adobe Photoshop CS6. I am capable of writing AP style copy and captions and can understand the principles of design. I am fully aware of the responsibility and workload that is involved in creating your publication and am happy to take up the challenge. I am sure that I will meet and surpass your expectations. Sincerely, Katherine Oung
KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
OBJECTIVE I aim to create a strong positive atmosphere, as well as extend my knowledge of journalism and design to create a noteworthy yearbook. EDUCATION - Completed two years of schooling at Bak Middle School of the Arts - GPA: 4.00 - HPA: 4.25 EXPERIENCE Masterpiece Yearbook, Bak Middle School of the Arts - Aug 2015-2016 People Section Editor: Complete deadlines, conduct interviews, take photos, write copy, edit pages, design layouts RELEVANT MIDDLE SCHOOL COURSES - Creative Writing - Introduction to Graphic Design - Advanced Graphic Design - Yearbook HONORS, AWARDS, AND MEMBERSHIPS - Speech and Debate 2015-present: A club that allows students to perform speeches and debate current events competitively - Duke TIP Talent Identification Program 2016: A program sponsered by Duke University that identifies and talented young people through the SAT and ACT test; State Recognition and Grand Recognition - Canon Future Authors Writing Workshop 2015: A intensive, two-week writing program that recognizes exceptional student writers and allows them to be published - Scholastic Art and Writing Awards: A prestigious competition for students from grades seven to twelve; silver key in design, honorable mention in design, honorable mention in writing REFERENCES - Jessica Samons, Bak Yearbook Advisor - Natalie Sharp, Graphic Design Teacher - Nicole Adamo, Canon Future Authors Editor
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RESUME
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KATHERINE OUNG
KATHERINE OUNG
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561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
y love for the written word started far before I knew about the world of interviews, InDesign, and deadlines. As a child, reading everything from novels to the backs of cereal boxes and writing short stories were a central part of who I was. Because of this, I was enrolled in the Creative Writing course in the sixth grade. My interest in journalism first sparked after learning about the Newspaper and Yearbook classes that Bak offered, as well the the publications those students made. My sixth grade year had also exposed me to photography and graphic design, and I felt that Yearbook could incompass all three of those interests. The chance to create a published work fascinated and excited me, and I took the risk of applying for a position on the Masterpiece Yearbook staff, although I knew next to nothing about journalism at the time. This year has been truly monumental for me. From the first day, I knew that this class would be one that changed who I was as a communications major, journalist, and above all, person. Yearbook has been my first introduction to programs such as Adobe InDesign, and has cultivated my skills in Adobe Photoshop and Adobe Illustrator. I have learned the principles of design and rules of photography, as well as how to write AP style copy and captions. Furthermore, I have learned to work efficiently on tight deadlines, including how to plan ahead, work with team members, and manage time. But even beyond all the technical things I have learned this year, yearbook as a course has taught the importance of persistence and dedication (in re: many days skipping/working through lunch to finish a spread), and that talent can never replace those two things. I have learned how to build friendships with fellow staffers and juggled having fun and making a successful publication at the same time. This year, I have been provided with a toolkit that will be immensly helpful both for the future careers and as a communications major. I am overjoyed to be continuing on this journey as Editor-in-Chief of the Masterpiece Yearbook for the 2016-2017 year.
he most significant spread that I created in the 2015-2016 year was the Arts and Academic Showstopper spread. It was the first spread that I took charge of, as I created the concept for the spread, designed it, and set up appointments for coverage. I also wrote and edited the copy.. The process of creating this spread involved heavy photo and interview coverage on the day of the event, creating the design for the spread, writing copy, and then placing all the elements on InDesign. From the first draft, we had the idea for a cob, but for the finished spread, a timeline sidebar and a black background was added to go with the feel of the rest of the yearbook. 1 GO NOLES Joking with fellow 3 PRE-SHOW PREP Kate Deviney (6) Seminoles fan Athena Garciafixes her costume. “We were putting Bracone (7), Emma Kearns (7) on our costumes for a number shows her spirit. “[My favorite part called Kania Soli, ” Deviney said. of the pep rally was] screaming at Artsgiving was the first time Deviney Gator fans,” Kearns said. The pep had ever performed. Photo by rally was Kearn’s favorite part of Katherine Oung Artsgiving. Photo by Aditya Jadvani 4 STRIKE A POSE Jumping into a photo with her friends, Rebecca 2 SCREAM AND SHOUT Waving a Hampton (8) holds out her paint streamer during the pep rally, roller. “the finished product was really Davilia McDonald (6) cheers for the pretty,” Hampton said. The mural Gators. “I wanted to be the loudest was a chalk drawing of the Statue of and show everyone that the Gators Liberty. Photo by Jessica Samons would win, even though they ended up losing the actual game,” 5 DYNAMIC DUO Performing teacher Laura Benett’s dance, Jadyn Daly (8) McDonald said. Her favorite part and Angelina Kulu (8) enjoy their time of the pep rally was being able to hang out with her friends. Photo by off. “My favorite part of Artsgiving is having a break,” Kulu said. From the Aditya Jadvani American Dance Legacy Initiative, Benett hoped to keep dance history alive. Photo by Cora Gilbert 2
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ARTSGIVING A
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{
DAY 1
Lauren Herba and Nedda Gosman
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Raphaela Laborde and Katherine Cordova
Constance Drosakis
Nathalie Palacios-Garcia William Coady
Travis Philius
Isaiah Robinson
Jillian Mersky
}
Artsgiving
Heidi Kafer
Arts & Academics/Showstopper
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Students learn to understand the depth of other majors
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DAY 1
Constance Drosakis
ARTS AND ACADEMICS SHOWSTOPPER “ARTSGIVING”
ARTSGIVING
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{
n expanse of blue paint covered the courtyard ground, and hundreds of students milled around under the beating sun with multi-colored sticks of chalk in their hands. As the day progressed, a blank blue canvas transformed into a chalk replication of the Statue of Liberty. Artsgiving was a school-wide event that allowed students to participate in and watch performances from various majors, ranging from a combined music concert to a private session with the video announcements crew. “A lot of people thought that the visual department was crazy for trying to accomplish the chalk drawing project,” Michael Laurito visual (7) said. “But we were just trying to show people who weren’t artists what it was like to do art. [We wanted to] show them our dedication and what it takes to make art. Usually, everyone sees some of our work and thinks, ‘oh that’s a nice painting’. But this time, it was a massive canvas, and everyone got to see the process as well as the final product.” Artsgiving was arranged by Spanish teacher Christina Donnelly, who conceptualized the idea of the event in 2014. She created and distributed the schedule for the two days. “The arts teachers actually came De porerum reperatenis ad molorest, quam, aut laborem doluptae nem faccae poreria tatium quam fugia quideriate ne et rest la con namus explique volor a quodi sit eliquam que everita sinvella conet lam sin conet inimuscienti ut dollenet
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Lauren Herba and Nedda Gosman
n expanse of blue paint covered the courtyard ground, and hundreds of students milled around under the beating sun with multi-colored sticks of chalk in their hands. As the day progressed, a blank blue canvas transformed into a chalk replication of the Statue of Liberty. Artsgiving was a school-wide event that allowed students to participate in and watch performances from various majors, ranging from a combined music concert to a private session with the video announcements crew. “A lot of people thought that the visual department was crazy for trying to accomplish the chalk drawing project,” Michael Laurito visual (7) said. “But we were just trying to show people who weren’t artists what it was like to do art. [We wanted to] show them our dedication and what it takes to make art. Usually, everyone sees some of our work and thinks, ‘oh that’s a nice painting’. But this time, it was a massive canvas, and everyone got to see the process as well as the final product.” Artsgiving was arranged by Spanish teacher Christina Donnelly, who conceptualized the idea of the event in 2014. She created and distributed the schedule for the two days. “The arts teachers actually came De porerum reperatenis ad molorest, quam, aut laborem doluptae nem faccae poreria tatium quam fugia quideriate ne et rest la con namus explique volor a quodi sit eliquam que everita sinvella conet lam sin conet inimuscienti ut dollenet
DAY 2
Artsgiving
1 GO NOLES Joking with fellow 3 PRE-SHOW PREP Kate Deviney (6) Seminoles fan Athena Garciafixes her costume. “We were putting Bracone (7), Emma Kearns (7) on our costumes for a number shows her spirit. “[My favorite part called Kania Soli, ” Deviney said. of the pep rally was] screaming at Artsgiving was the first time Deviney Gator fans,” Kearns said. The pep had ever performed. Photo by rally was Kearn’s favorite part of Katherine Oung Artsgiving. Photo by Aditya Jadvani 4 STRIKE A POSE Jumping into a photo with her friends, Rebecca 2 SCREAM AND SHOUT Waving a Hampton (8) holds out her paint streamer during the pep rally, roller. “the finished product was really Davilia McDonald (6) cheers for the pretty,” Hampton said. The mural Gators. “I wanted to be the loudest was a chalk drawing of the Statue of and show everyone that the Gators Liberty. Photo by Jessica Samons would win, even though they ended up losing the actual game,” 5 DYNAMIC DUO Performing teacher Laura Benett’s dance, Jadyn Daly (8) McDonald said. Her favorite part and Angelina Kulu (8) enjoy their time of the pep rally was being able to hang out with her friends. Photo by off. “My favorite part of Artsgiving is having a break,” Kulu said. From the Aditya Jadvani American Dance Legacy Initiative, Benett hoped to keep dance history alive. Photo by Cora Gilbert
FIRST DRAFT OF
Students learn to understand the depth of other majors
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SELF-ANALYTICAL
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Travis Philius
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561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
Raphaela Laborde and Katherine Cordova
Nathalie Palacios-Garcia William Coady
Isaiah Robinson
Jillian Mersky
}
DAY 2
n expanse of blue paint covered the courtyard ground, and hundreds of students milled around under the beating sun with multi-colored sticks of chalk in their hands. As the day progressed, a blank blue canvas transformed into a chalk replication of the Statue of Liberty. Artsgiving was a school-wide event that allowed students to participate in and watch performances from various majors, ranging from a combined music concert to a private session with the video announcements crew. “A lot of people thought that the visual department was crazy for trying to accomplish the chalk drawing project,” Michael Laurito visual (7) said. “But we were just trying to show people who weren’t artists what it was like to do art. [We wanted to] show them our dedication and what it takes to make art. Usually, everyone sees some of our work and thinks, ‘oh that’s a nice painting’. But this time, it was a massive canvas, and everyone got to see the process as well as the final product.” Artsgiving was arranged by Spanish teacher Christina Donnelly, who conceptualized the idea of the event in 2014. She created and distributed the schedule for the two days. “The arts teachers actually came
FINAL DRAFT OF
up with the events, I was just responsible for the organization,” Donnelly said. “[There were] workshops where the kids get to try another art field. They get put in someone else’s shoes. That’s what they [learn] the most from.” The final event at Artsgiving was the annual Gators v. Seminole pep rally, where students cheered for their teams, streamers and banners in hand. Alongside them, teachers, with microphones and college jerseys, were just as immersed in the event. “It was exciting, loud, and colorful,” Alexi Parish vocal (7) said. “People were up on the stage. They had banners and were trying to say that their team was better.” Exploring other art areas gave many students a larger appreciation for others’ talents. They learned what it took to be another major, and the hard work and determination that came with success. Laurito said, “Artsgiving is a time for the majors of Bak to show what is possible and what they are striving for. Everyone gets to show what they can do, whether it be a speech or a play. If you can do something well, you want to show people what you can do.” by Katherine Oung
ARTS AND ACADEMICS SHOWSTOPPER “ARTSGIVING” Heidi Kafer
Arts & Academics/Showstopper
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KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
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spread that I worked on that I feel could still use work is the People Section Divider. This spread taught me that communicating with your team members and setting up appointments for taking photos is immensly important. This spread, however, also has some mistakes. For example, the spread’s paint splatters should have been the color of the section, not all the paint spatter colors. The headline text should have been kept white, like the other dividers in our yearbook. I am also not satifised with the quality of the dominant photo. The lack of consistency and quality in this spread affects the aesthetic of the yearbook as a whole, and I feel like that should have been addressed when the spread was being created.
FULL SPECTRUM
FIRST DRAFT OF
Students explore their talents in a diverse school setting
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collage of sounds echoed throughout the campus, such as the friction of pastels against coarse canvas melding with the song of music majors. In the hallways, the clicks and whirs of cameras accompanied the soft, graceful footsteps of dance majors. Bak students, each with their individual talents, harnessed their creativity to prepare for future ventures and created a unique school environment. “Bak has majors, like in college, and everyone is talented in those majors,” Daphne Scroggins communications (6) said. “[The classes] can give you a lot of training in later life, and you can even take electives for majors that are not your own. For example, I’m a communications major, but I get to take a dance class.” The lives of students were changed by everything that was provided for them at school, from education to social opportunities. They had countless elective choices, where they could explore the arts. “[This school] has definitely inspired my dream. In 10 years, I want a job on Broadway. I did not have the drive to become a performer before I came to Bak, but now I know what I really want to do with my life,” Jakob Littell theater (8). Rigorous classes required students to juggle both arts and academics. However, they rose to the challenge, and in the process, became skilled in all areas. “I feel like being at Bak has made me a better and more responsible person, because I have to keep track of all the classes and homework I have,” Christopher Watkins strings (6) said. As all the students were talented in their own way, they created a full spectrum of talent and diversity. It was an atmosphere like no other. by Katherine Oung
PEOPLE SECTION DIVIDER
PICTURE PERFECT Sitting for make-up pictures, Amanda Cohen (8) smiles for the camera. “I always get nervous when my picture is being taken because I am afraid that my hair might not be in place,” Cohen said. She enjoyed looking back on yearbook photos because it captured the moment. Photo by Subhash Kantamneni
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People Section Divider
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FULL SPECTRUM
FINAL DRAFT OF
Students explore their talents in a diverse school setting
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collage of sounds echoed throughout the campus, such as the friction of pastels against coarse canvas melding with the song of music majors. In the hallways, the clicks and whirs of cameras accompanied the soft, graceful footsteps of dance majors. Bak students, each with their individual talents, harnessed their creativity to prepare for future ventures and created a unique school environment. “Bak has majors, like in college, and everyone is talented in those majors,” Daphne Scroggins communications (6) said. “[The classes] can give you a lot of training in later life, and you can even take electives for majors that are not your own. For example, I’m a communications major, but I get to take a dance class.” The lives of students were changed by everything that was provided for them at school, from education to social opportunities. They had countless elective choices, where they could explore the arts. “[This school] has definitely inspired my dream. In 10 years, I want a job on Broadway. I did not have the drive to become a performer before I came to Bak, but now I know what I really want to do with my life,” Jakob Littell theater (8). Rigorous classes required students to juggle both arts and academics. However, they rose to the challenge, and in the process, became skilled in all areas. “I feel like being at Bak has made me a better and more responsible person, because I have to keep track of all the classes and homework I have,” Christopher Watkins strings (6) said. As all the students were talented in their own way, they created a full spectrum of talent and diversity. It was an atmosphere like no other. by Katherine Oung
PEOPLE SECTION DIVIDER
PICTURE PERFECT Sitting for make-up pictures, Amanda Cohen (8) smiles for the camera. “I always get nervous when my picture is being taken because I am afraid that my hair might not be in place,” Cohen said. She enjoyed looking back on yearbook photos because it captured the moment. Photo by Subhash Kantamneni
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REFLECTION 2
KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
This photo uses repitition to capture the interest of the viewer. The center of interest is in focus, which draws the person’s eye to him. (VERTICAL DOMINIANT_ KATHERINE01.jpg)
The movement in the players and the ball captures the viewer’s eye. Members of both team are present, making it effective journalistically. (INDEPENDENCE01_ HOME_ KATHERINE.jpg)
This photo shows clearly the emotion on the subject’s face, making it an effective photo for closing. It also employs rule of thirds and depth of field, making it more interesting aestheticwise. (DOMINANT_ KATHERINE.jpg)
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KATHERINE OUNG
KATHERINE OUNG
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561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
feel that I was an an asset to the 2015-2016 staff and publication, first and foremost, because of my skills in design. I worked diligently to design my own spreads, as well as helped other staffers if they had questions about their spreads or about InDesign. I helped staffers navigate different tools in InDesign, Photoshop, and Illustrator, notably when the staff was working on the Theme Project. The time I dedicated on this class also made me a valuable staffer. I contributed copy, captions, and photographs and throughout the year, I interviewed, took pictures, and worked on my spreads during lunch, afterschool, and at home. If a game had to be covered, I covered it. If somebody was avalible for interviewing only at lunch, I interviewed them. If copy was still not finished the day before a deadline, I took it home to write. I worked hard to meet all deadlines, even if that required selfsacrifice. Furthermore, I tried my best to contribute to a positive and open working environment. I was friendly to all the staffers on Yearbook, and built friendships with everyone on the staff. I offered to help them take photos or interview when deadlines approached and proofread their layouts to make sure they were ready for approval.
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REFLECTION 4
561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
he greatest challenge that I faced this year was meeting all of my deadlines on time and with quality spreads. Some of the spreads that I was a part of, such as Middle School Mania and Clubs and Organizations almost did not meet their deadlines. Especially in the first and second dealines, I did not realize how debilitating and stressful procrastination and poor time management would be for me. However, as the year progressed, I learned to work better with my time. Communication, both with the staffers on my spread and with people I needed to contact, became something I did regularly. Spreading out my work, rather than doing all of it the day before the spread was due turned out to work like magic, unsuprisingly. Although the third deadline was the heaviest, I felt that I was more adjusted to the workload and knew how to manage it. From these situations I learned both the importance of not procrastinating and the importance of time mangment. Next year and for the rest of my life, my goal is to manage my time wisely and efficently, so as to create quality content and minimize stress. All in all, I feel that I handled the situations where my spreads were not done in time or still had to be worked on the day of the deadline as best I could, doing all the work I could in a short span of time. However, the work that I did do when not procrastinating was of a much higher caliber, and I am much prouder of what I created in the third and fourth deadline because of this. That is the type of work that I aim to do in the future, and what makes a sucessful publication.
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KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
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y goals for Deadline One were to complete spreads more efficiently, as my spreads Middle School Mania and Clubs and Organizations had to be revised on the day of the deadline by the advisor. However, as I went into Deadlines Three and Four, I learned how to manage my time better. Another goal that I had was to stop procrastinating, which I also was able to do as the year went by. During the third deadline, my greatest challenge was finding a theme for the arts and academics showstopper, because our first two ideas were unusable. For example, our first idea was to cover the F.A.M.E awards, but the photos that were taken couldn’t be used. Because of this, my goal was to planning with more detail and have a backup plan. The problem did not come up again, because I did plan ahead extensively in the fourth deadline.
THEME PROJECT
LOOKING AROUND he early morning sunshine shone through the trees, a backdrop for a stream of arriving students. They congregated with various friend groups, some catching up on homework or grabbing breakfast, others simply chattering with their peers. “I hang out with my friends
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in the morning,” Willow Hackett (7) communications said. “We get to share stories on happened the day before and talk about things we can do together in the future.” Throughout the year, different trends, notably in clothing, carried on into what students chose to wear on campus. “I really like Adidas shoes,” Gianna Prettitore (8) said. “They’re lightweight and comfortable, but also minimalistic.” Friendships formed at school had a lasting
looking around
Student Life
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BREAK OUT Bursting through the tower of red solo cups that they made in the gym, Random Girl A and Random Girl B excitedly ruin their hard work. “I imagined that the wall of cups was my ex boyfriend,” Random Girl B said. The random girls ‘ class were trying to BREAK OUT Bursting through the tower of red solo cups that they made in the gym, Random Girl A and Random Girl B excitedly ruin their hard work. “I imagined that the wall of cups was my ex boyfriend,” Random Girl B said. The random girls ‘ class were trying to
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BREAK OUT Bursting through the tower of red solo cups that they made in the gym, Random Girl A and Random Girl B excitedly ruin their hard work. “I imagined that the wall of cups was my ex boyfriend,” Random Girl B said. The
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THEME PROJECT
ARTS AND ACADEMICS SHOWSTOPPER “ARTSGIVING” Student Life
looking to learn
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ARTSGIVING
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impact on students, allowing them to have people that they could both laugh and cry with. “My friends are people I can count on to always accept me,” Zwaina Heinonen (8) visual said. “I am and be backed up regardless of that, or even because of it.” Bak was a cultivating ground for expressive and passionate living. If one were too simply look around at the flourishing environment, they would be amazed by the richness of student’s lives. by Katherine Oung
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STUDENT LIFE DIVIDER
A peek into the life of a student
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LOOKING BACK The school year comes to an end, students reflect
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POST MORTEM
POST MORTEM
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DEADLINE THREE
t was just another day, and yet it was completely different. 8th graders wept tearful goodbyes to both their friends and their schools. sixth and seventh graders welcomed a break from hectic class life and prepared for the summer. As buses pulled out and the car line grew perpetually longer, another year ended. “My favorite thing about being at Bak is the atmosphere in and outside the classroom. All the students work so hard and so passionately. It really motivates me, to know that there are other people who
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want to work hard in their and academics, and I will really miss it when I leave this school.” The 2016-2017 year was one of both reflection and high expectations, as it was the 20th anniversary of the school. These anticipations were met and then exceeded, as students performed exceptionally in both their performances and academics. Notably, both the piano and strings departments held concerts at the prestigious Carnegie Hall. However, this did not mean that normal school events were not carried out. Artsgiving gave students a chance to explore
October, and the endof-the-year pep rally ended the school year on a high note. As the end of the 20th year of Bak MSOA drew to a close, both students and faculty reflected on the year that lay behind them. They had conquered yet another mountain, and from the peak of it, from their vantage point, they looked onto the years and memories that still lay ahead. by Katherine Oung
THEME PROJECT
CLOSING SPREAD
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KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
MIDDLE SCHOOL
1 GO NOLES Joking with fellow 3 PRE-SHOW PREP Kate Deviney (6) Seminoles fan Athena Garciafixes her costume. “We were putting Bracone (7), Emma Kearns (7) on our costumes for a number shows her spirit. “[My favorite part called Kania Soli, ” Deviney said. of the pep rally was] screaming at Artsgiving was the first time Deviney Gator fans,” Kearns said. The pep had ever performed. Photo by rally was Kearn’s favorite part of Katherine Oung Artsgiving. Photo by Aditya Jadvani 4 STRIKE A POSE Jumping into a photo with her friends, Rebecca 2 SCREAM AND SHOUT Waving a Hampton (8) holds out her paint streamer during the pep rally, roller. “the finished product was really Davilia McDonald (6) cheers for the pretty,” Hampton said. The mural Gators. “I wanted to be the loudest was a chalk drawing of the Statue of and show everyone that the Gators Liberty. Photo by Jessica Samons would win, even though they ended up losing the actual game,” 5 DYNAMIC DUO Performing teacher Laura Benett’s dance, Jadyn Daly (8) McDonald said. Her favorite part and Angelina Kulu (8) enjoy their time of the pep rally was being able to hang out with her friends. Photo by off. “My favorite part of Artsgiving is having a break,” Kulu said. From the Aditya Jadvani American Dance Legacy Initiative, Benett hoped to keep dance history alive. Photo by Cora Gilbert
MANIA
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38%
of students think they are not organized (132 students were surveyed for all polls)
Q: Do you decorate your ID badge?
YES NO 55% 45% 6 6
Students used certain essentials to survive middle school
he bell rang and a sea of students streamed through the school. The school was filled with a pandemonium of thundering footsteps and the constant buzz of chatter. However, many Bak students dodged the mania, or even lived comfortably in it, with the help of organization and a few helpful essentials. “I have all my odd and even classes organized in a bookshelf at home,” Benjamin Myers vocal (8) said. “There’s a place for everything and everything stays in its place.” Backpacks ranged from messenger bags to tote bags. Although stylish, many students’ backpacks are heavier than they should be to keep a student healthy. According to the American Academy of Pediatrics, backpacks should weigh from 10 percent to 20 percent of a student’s weight. “I have everything in my backpack ready for each day. I have one binder, not an odd and an even binder. I have a homework tab that I put all the things I need to turn in and I have little tabs that say science, math, civics, and language arts,” Philip Schrotenboer visual arts (7) said. Students toted their lunchboxes around campus, showing off the many styles offered in stores, from plain black to
HIDE AND SEEK Searching for her marketing binder, Kyra Elessar (8) shuffles through her backpack. “On odd days, I organize my backpack by putting my mathematics binders in my backpack, along with my communications composition book,” Elessar said. Odd days were Elessar’s favorite because that was when she had most of her electives. Photo by Heather Rollins
chevron stripes to quilt. Since the lunch lines stretched for miles, many students preferred to bring their own meals. “Usually I have a sandwich, chicken, fruit and veggies, some chips, and a drink,” Myers said. “My mom packs it. I’ve bought lunch one or two times.” Middle school had been turbulent, but throughout the year, students utilized their many tools. From lockers to binders to keep their work and themselves in check. “Sometimes I use [my locker] when I don’t need to take my books home. When I do need to take my books home, though, I don’t put anything in my locker,” Gabriel Sun piano (6) said. “I think the best location for a locker is a location close to at least two of your classes. Also, I like bottom lockers because you don’t have to pick up books all the way up to the top.” The students burst into their classes as the tardy bell rang. They pulled out their binders and paper flew everywhere as disorganized folders were searched through. Although teachers constantly stressed the importance of organization, some students would never change. by Katherine Oung, Heather Rollins, and Isabella Kjaerulff HALLWAY HAVOC Focusing his mind, Michael Pincus (7), tries to unlock his locker. “I [use my locker] every day because it gets a lot of weight off of my shoulders,” Pincus said. Pincus disliked having a bottom locker because he had to bend over to use them. Photo by Katherine Oung
MIDDLE SCHOOL MANIA
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Student Life/Middle School Mania Student Life/Middle School Mania
Students learn to understand the depth of other majors
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{
DAY 1
Raphaela Laborde and Katherine Cordova
Constance Drosakis
Nathalie Palacios-Garcia William Coady
Travis Philius
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ARTSGIVING
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Lauren Herba and Nedda Gosman
EGGCITED Lifting a piece of food to her mouth, Dallas Brown (8) eats lunch outside with her friends. “We get to sit outside, and I know that in [other schools] they have one lunch, but Bak has three,” Brown said, Brown liked that in middle school, it wasn’t mandatory to sit with your class. Photo by Katherine Oung
of students brought lunch to school
Painting Your Own Path Painting Your Own Path
STUDENT LIFE
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Isaiah Robinson
Jillian Mersky
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DAY 2
Artsgiving
What is the weirdest thing that has ever happened to you while you were teaching? “The third year I was teaching, I accidentally hit the eyewash station. The water went right up and hit my head. I basically took a shower in class.” Tracy Smith, science
FULL SPECTRUM Students explore their talents in a diverse school setting
“One of my students would bring in a different type of insect in a little case every class. It was definitely a different experience for me.” Alyssa Vaknin, communications
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collage of sounds echoed throughout the campus, such as the friction of pastels against coarse canvas melding with the song of music majors. In the hallways, the clicks and whirs of cameras accompanied the soft, graceful footsteps of dance majors. Bak students, each with their individual talents, harnessed their creativity to prepare for future ventures and created a unique school environment. “Bak has majors, like in college, and everyone is talented in those majors,” Daphne Scroggins communications (6) said. “[The classes] can give you a lot of training in later life, and you can even take electives for majors that are not your own. For example, I’m a communications major, but I get to take a dance class.” The lives of students were changed by everything that was provided for them at school, from education to social opportunities. They had countless elective choices, where they could explore the arts. “[This school] has definitely inspired my dream. In 10 years, I want a job on Broadway. I did not have the drive to become a performer before I came to Bak, but now I know what I really want to do with my life,” Jakob Littell theater (8). Rigorous classes required students to juggle both arts and academics. However, they rose to the challenge, and in the process, became skilled in all areas. “I feel like being at Bak has made me a better and more responsible person, because I have to keep track of all the classes and homework I have,” Christopher Watkins strings (6) said. As all the students were talented in their own way, they created a full spectrum of talent and diversity. It was an atmosphere like no other. by Katherine Oung
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Students harness their public speaking skills
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ights dimmed. The room fell to a hush. Two pairs of smartly dressed students walked in, clutching their legal pads to their chests like lifelines. Hearts beat quicker, like fluttering butterflies in the wind. It was time for the round to begin. “[I participate in Speech and Debate] for the speaking and to express myself, because I like getting my thoughts out there,” Jenelle Pollock communications (7) said, “And even though others don’t feel this way, I enjoy the pressure of facing the judges, as well as getting the butterflies.” During competitions, most members of the club specialized in certain events. They ranged from Interpretation to Public Forum to Congressional Debate. Competitors like Nedda Gosman communications (8), Anish Ravichandran strings (8), and Lillian Khanna communications (8) placed throughout the year. “[When I am competing], I want to show people that speaking in front of other people is not showcasing you,” Gosman said. “It is showcasing what you’re telling them about.” The speech finished, and the competitors watched the judges scrawl their final comments on the ballots. They left the room with shining smiles and weight lifted off their shoulders, replaced by the hope of taking home the gold. by Katherine Oung
Soon to be scientists, engineers, mathematicians
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cience is defined as the study of the structure and behavior of the physical and natural world through observation and experimentation. That’s what students in the Science, Engineering, Communication, Mathematics, and Enrichment club (SECME) focused on – observing and experimenting. One of the many categories that the students competed in was bottle rockets, where the participants constructed up to two rockets from soda bottles and launch them. “On the first day of SECME when I was in elementary school, we learned how to make bottle rockets. My rocket flew 9.8 seconds! That’s a high school level score,” Jillian Mersky theater (6) said. “At the actual competition the rocket totally failed. I was super disappointed because I should have built another bottle rocket for the competition.” The club encouraged and motivated the students to pursue their careers in science, technology, mathematics, and engineering. Sabrina Sillence theater (6) said, “I want to become a chemist. Experimenting made me realize how cool science is.” The students in SECME will be the ones who will change and make improvements to the world. They are the future. by Sophia Pregadio 126 Coloring Outside the Lines 126 Coloring Outside the Lines
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Speak Up; Speech and Debate
Play for Real; Academic Games
RESEARCH FRENZY With a broad smile on his face, Nirmit Chandan (7), points to a headline of a Huffington Post article to Sheevam Patel (6). “I enjoy [Congressional Debate] because it’s an interesting way to learn about current events. Research is pretty easy too,” Chandan said. The 2015-2016 school year was Chandan’s second year competing in Speech and Debate. Photo by Katherine Oung
A FOR ACADEMIC Anxiously highlighting, Ambreen Murad (8) tries to keep track of the vital information she’s getting about the world of competition. “We were going over the rules and terms for propaganda and Mr. Battle gave us examples of what to do and what not to do,” Murad said. Club sponsor, Douglas Battle gave the students insight into the essence of what is Academics Games. Photo by Skyler Johnson
Leaders of the Future; SECME
Imaginary Chickens; Geek Games
DIVIDER
“I had a student throw up all over their desk once without warning because she was so nervous about a test. It was silent in the room, and all of a sudden, the puke was everywhere.” Doug Battle, social studies
EXPERIENCED SCIENTIST Being in SECME since fifth grade, this wasn’t Liliana Sisto’s (6) first time at a SECME meeting. “When I competed last year I was anxious because the mouse trap car started off fast, but slowed down in the middle which caused us to get second place,” Sisto said. Ben Baxley, club sponsor, helped her fill out an information sheet. Photo by Sophia Pregadio
Heidi Kafer
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Sean Ache, Technology Lourdes Alonso, English LA Erin Amico, Theater Michelle Ashley, Math Roberta Azrak, Nurse
Angie Bailey, Nurse Joe Balsamo, English LA Dyan Barefoot, English LA Glen Barefoot, Visual Arts Paul Barker, Visual Arts
Cathy Barnes, Math Douglas Battle, Social Studies Dusty Bauer, Asst. Principal Benjamin Baxley, Communications Nancy Beebe, Strings
PEOPLE SECTION
FACULTY
Stephanie Chesler, Visual Arts Misty Connelly, Asst. Principal Leanne Cornwell, Math Kevin Cripanuk, Band Rossana De la Roche, Admin. Secretary
Melanie Deangelis, Math Michelle Desilva, Social Studies Erin Destito, Math/Music Christina Donnelly, Spanish Connie Drosakis, Music
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Finishing
Academic prodigies form a determined team
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he students in academic games lived to compete and do their best. For them that was the adrenaline rush they lived for. “When I tried [Academic Games] for the first time I really enjoyed it. I love feeling the rush of winning at competitions,” said Thomas Ashley communications (6). The students could rely on each other for support during hard times because of the trust and strong bonds they had developed. “In Academic Games not everyone scores, so you have to be able to trust and help your teammates.” Deven Seedial, keyboard (6) said. The students knew that winning was not everything, but there was a feeling that winning gave them that was unlike any other. Club sponsor, Douglas Battle could not have been more proud. Battle was there to help them along and taught them strategy to win the games. “We get students from elementary schools with skills in math, so all I really need to teach them is strategy,” Battle said. Academic Games gave the students the opportunity to further their quest for knowledge and helped them uncover their strong desire to succeed in the competitive setting. The students on the team learned valuable lessons about both competition and teamwork. by Skyler Johnson
Students meet afterschool to play fantasy games
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ARTS AND ACADEMICS SHOWSTOPPER “ARTSGIVING”
Sharon Campbell, Social Studies David Cantor, Science Kimberly Carey, English LA Nancy Carlson, Reading Mary Carson, Science
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ARTS AND ACA.
up with the events, I was just responsible for the organization,” Donnelly said. “[There were] workshops where the kids get to try another art field. They get put in someone else’s shoes. That’s what they [learn] the most from.” The final event at Artsgiving was the annual Gators v. Seminole pep rally, where students cheered for their teams, streamers and banners in hand. Alongside them, teachers, with microphones and college jerseys, were just as immersed in the event. “It was exciting, loud, and colorful,” Alexi Parish vocal (7) said. “People were up on the stage. They had banners and were trying to say that their team was better.” Exploring other art areas gave many students a larger appreciation for others’ talents. They learned what it took to be another major, and the hard work and determination that came with success. Laurito said, “Artsgiving is a time for the majors of Bak to show what is possible and what they are striving for. Everyone gets to show what they can do, whether it be a speech or a play. If you can do something well, you want to show people what you can do.” by Katherine Oung
Tammy Bejarano, Media Clerk Summer Bendfelt, ESE Coordinator Randy Booth, Theater A/R Anne-Marie Bouchard, French Maria Cabrera, Student Serv.
PEOPLE SECTION
PICTURE PERFECT Sitting for make-up pictures, Amanda Cohen (8) smiles for the camera. “I always get nervous when my picture is being taken because I am afraid that my hair might not be in place,” Cohen said. She enjoyed looking back on yearbook photos because it captured the moment. Photo by Subhash Kantamneni
n expanse of blue paint covered the courtyard ground, and hundreds of students milled around under the beating sun with multi-colored sticks of chalk in their hands. As the day progressed, a blank blue canvas transformed into a chalk replication of the Statue of Liberty. Artsgiving was a school-wide event that allowed students to participate in and watch performances from various majors, ranging from a combined music concert to a private session with the video announcements crew. “A lot of people thought that the visual department was crazy for trying to accomplish the chalk drawing project,” Michael Laurito visual (7) said. “But we were just trying to show people who weren’t artists what it was like to do art. [We wanted to] show them our dedication and what it takes to make art. Usually, everyone sees some of our work and thinks, ‘oh that’s a nice painting’. But this time, it was a massive canvas, and everyone got to see the process as well as the final product.” Artsgiving was arranged by Spanish teacher Christina Donnelly, who conceptualized the idea of the event in 2014. She created and distributed the schedule for the two days. “The arts teachers actually came
ith an intent look on his face, the student dove into the bin of figures, hoping to find a winner. “[I joined Geek Games] when I was in sixth grade, it seemed really fun, we started playing Heroclix before buses. It seemed like a fun strategy game and I like strategy,” Taylor DiPietro, communications major (8) said. Most games that the club played were fantasy games, focused around the subject of defeating monsters or each other, to become the best and win. “Every time you play, you learn something new and every time you get demolished, you learn something new,” DiPietro said. One game in Geek Games had caused trouble in both the past and the present. DiPietro said, “We played Dungeons and Dragons and everyone kept fighting. I thought it was funny because I didn’t care that much.” “I was actually kicked out of the Dungeons and Dragons club in my middle school because I was not taking the club seriously enough, apparently. I liked to buy imaginary chickens,” Zane Hurley, Geek Games advisor, said. FIRST MEETING FUN Enjoying the game of Heroclix, Chandler Paszkiet (6) avidly points out a mistake to his friends, Thomas Ashley (6) and Zane Hurley (6). “[Playing Heroclix] was fun The student emerged from the bin, pride on his face, because [Hurley and Ashley] are people I’ve known before. They are fun to play with and as he held his figures in the air, triumphantly sharing his have a relative interest in Heroclix,” Paszkiet said. The kickoff meeting was the first time of success. the school year that Geek Games members played Heroclix. Photo by Lili Mueller by Lili Mueller Clubs and Organizations/Speech/SECME/Academic Games/Geek Games 127 Clubs and Organizations/Speech/SECME/Academic Games/Geek Games 127
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CLIPS: WRITING
Students show their true colors through self-expression
he last day of school sped by in a blur of tearful goodbyes in reminiscence of the year. Phone numbers and hugs were exchanged as the students realized the inevitability of the closing of many shared memories. Sixth and seventh graders looked forward to their next year and eighth graders found themselves at the end of the journey of middle school, preparing to start a new chapter of their life: high school. “I feel like over the past three years, I have really found myself as an artist. Coming into sixth grade, I knew that I was okay at singing but as the years went by, I found a deeper understanding of what it means to be a performer and develop my voice,” Mia Marquez vocal (8) said. “This school has really challenged me to push the limits of my knowledge of music and the level of musicianship it takes to be professional and collected.” Over the course of the three years of middle school, students were able to take a variety of core classes that provided indispensable opportunities. Regular, advanced, gifted, and even honors courses were offered to help students succeed academically. “The support I got from my academic teachers helped me improve because they pushed me to always do more than I thought I could,” Antonio Caleca piano (8) said. Along with core classes, arts courses and other electives could be taken by both major students and non-major students. These
CLUBS AND ORGS.
SPEECH AND DEBATE
TOUCHES
HUG IT OUT With her arms around Danielle Hoogterp (8) and Madison Dowling (8), Leila Lunsford (7) thinks about the memories she has made throughout the year. “I am going to miss the eighth graders a lot since they are all going off to high school,” Lunsford said. She was happy that she was able to express herself while at Bak. Photo by Katherine Oung
courses allowed kids to explore the aspects of not only their expertise, but all of the other majors that were offered at Bak. Each period every year was spent improving areas in students’ art areas. “Speech and debate helped me improve because it gave me confidence and direction in my life,” Nedda Gosman communications (8) said. “It helped me to have a positive attitude. Attitude pays off.” “I improved in visual arts. I understand a lot about the different elements now,” Dennis Gettinger visual (6) said. A year of electives, academics, clubs and the everyday successes led to the end-ofyear pep rally. Held on the last day of school, the gymnasium was filled with screams and hoots as the different art areas competed to win first place. “I am excited because I get to see all the majors show their talent through competition,” Cristina Meyaart strings (6) said. The blank canvas without memories of the year were now filled with unforgettable events that would continue to impact students for the rest of their lives. The sixth and seventh graders finished up their goodbyes, already looking forward to their next year, their next masterpiece. As the eighth graders walked through the campus for the last time, they added the finishing touches to their middle school experience. by Isabella Kjaerulff, Katherine Oung, and Seoyoon Yang
CLOSING
CLOSING SPREAD
CONSTRUCTIVE CRITICISM As George Perez helps Jae den Perez (8) by critiquing his work, he compliments and gives feedback. “[George Perez] helped me with proportion, shading, and cool techniques I never would have thought of,” Perez said. Jaeden Perez felt ecstatic because he got to meet George Perez personally. Photo by Jessica Samons FRIENDS FOREVER While laughing with Charlotte Ostrov (8), Henry Heun (8), and Preston Padgett (8), Jakob Littel (8) practices his comedy skills. “Without theater I wouldn’t be as happy as I am right now and I wouldn’t be as responsible,” Littel said. Over the years, Littel had improved specifically in patience and respect. Photo by Heather Rollins
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Finishing Touches
DANCE IT OFF With a flourish of his hands, Ryan Jaffe (8) follows the instructions of Phoenecia Flynn, guest and wife of comic book artist George Perez. “She taught us different styles than we are used to here which were unique rather than what we would normally do,” Jaffe said. While George Perez met with students in the main stage, his wife taught belly dancing in the dance studio. Photo by Jessica Samons
Closing
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CLIPS: DESIGN
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KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus
KATHERINE OUNG 561-843-8755 | katherine.owl2003@gmail.com | @kathsaurus Beyond the text...
PLAYING WITH FIRE
Beyond the lab...
How does language arts affect your life? “My [language arts] teacher teaches me how to speak properly. It allows me to express myself better and not jumble up all my words.” Derran Kittrell (7)
Hands-on experiences help students comprehend the world
What’s your favorite science experiment? “[My favorite activity] was the DNA lab. I liked it because you could see your own DNA becoming visible.” Elena Snyder communications (7)
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“My favorite experiment was when we looked through filters that allowed us to see the sun without hurting our eyes.” Keane Gosselin strings (6) “Cutting up geodes, because I like to learn about rocks and minerals.” Danielle Adams dance (6) “We did an egg dropping experiment, I enjoyed it because we got to build parachutes and test them, to see if our eggs would survive.” Meghan Agarwal communications (8)
INCISION DECISION Cutting a potato, Michael Hegeman (7) works on an osmosis science project in Gary Williams’ class. “The experiment was creative, and I hadn’t seen anything like it before,” Hegeman said. The result was that the potatoes sank in salt water, but floated in normal water. Photo by Isabella Ramirez
ooking over his project, Nicolas Ouporov dance (8) checked out his parachute to make sure there were no mistakes. His partners, Jordan Juliano visual (8) and Smit Viroja visual (8), made sure that it was safe and secure enough to cradle their egg safely to the ground. Ouporov proceeded to launch their apparatus off of the bridge. They clamored down the stairs and inspected their egg. Cracked. The boys sighed and tried to figure out how they could remodel their contraption. “I tried to follow the [research]. I read as closely as possible using the materials we had available, but it didn’t work out
well,” Ouporov said. “I tried to make the parachute dome-shaped but it ended up looking like a stop sign.” To learn the different types of science, students participated in handson activities such as panning for minerals and building parachutes for eggs. They also dissected animals like the squid, spiny dogfish shark, bull frog, and fetal pig. ”I thought it was interesting because we got to see the organization of the organs in a shark,” Amanda Ferber vocal (7) said. “I’ve learned that sharks have a different anatomy than humans.” Hands-on labs were not the only tool
students used to learn science. They also went on educational science trips like Bone Valley where sixth grade students panned for fossils, learning about the bone structures in organisms. “My favorite part of the trip was going mining. We learned a lot about rock and mineral composition,” Erica Schrieber visual (6) said. The boys finally modified their parachute to make sure it could preserve the egg’s condition. Hoping it would not crack this time, the boys dropped the egg, watching it fall to the floor. They ran to the landing spot and cheered. Their egg survived. by Lili Mueller and Tori Maxwell
EX-PAN-DING KNOWLEDGE Searching for minerals, Rachel Hobbs (6) learns how to pan correctly. “The panning helped me by making me understand mineral density and how the minerals in jewelry got there,” Hobbs said. She enjoyed seeing all of the different colored rocks and crystals. Photo by Esha Dudhwewala
“I love to write outside of school, and my language arts teaches me how to write better in my free time. “ Nicholas Manganiotis (6) “I like to write stories, poems, and Mrs. Alonso has taught me to annotate the text, which helps me with my writing. “ Ava Murray (6) “Language arts helps me understand how to use my words properly, such as your and you’re, as well as there, their, and they’re, which is really important. Caroline Kelly (8)
ARTS AND ACA.
SCIENCE
DOUBLE-HEARTED With a shark heart in his hand, Gerrit Felton (7) dissects a spiny dogfish shark. “[Dissections] are gross and interesting. At the same time, I felt like I killed something,” Felton said. He was not opposed to dissections, but felt sorry for the animals. Photo by Katherine Oung
ARTS AND ACA.
BOOKWORMS Pointing to the worksheet, teacher Laurie McCormick helps a group of students with their critical thinking questions. “Group work helps kids gain a richer view of topics because they are interacting with their friends,” McCormick said. The worksheet had to do with “To Kill a Mockingbird” by Harper Lee. Photo by Katherine Oung
OLD SCHOOL Wrriting the name of her favorite book, Leah Sloan (7) uses a colorful chalk pen on a blackboard. “I think teachers should do more fun activities in language arts because it is a tedious subject. The more fun you have, the better you do,” Sloan said. She wrote the title of a book that her friend also wrote. Photo by Seoyoon Yang
MARVELOUS MUSTACHES Putting on a mustache, Samantha Diaz (7) simulates having a handicap. “Our teacher makes it interesting by explaining the lesson and giving us cool activities,” Diaz said. The activity was based on a story, “Harrison Bergeron.” Photo by Tori Maxwell
The FUNdamentals s Teachers take initiative, makes class more enjoyable for students
HOT TO COLD Pulling the towel off the bag of ice, Tracy Smith, science teacher, shows Shaina Franks (8) how to clean up after an experiment about thermodynamics. “It’s a cool part for me as a teacher to watch the students apply what they learned in class to real life, such as making ice cream,” Smith said. Students had to transfer thermal energy from the mix to the bag of ice to make the ice cream. Photo by Isabella Ramirez
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FIRED UP To entertain his students, Gary Williams, science teacher, practices for a science fair demonstration. “I was teaching my students that gas was heavier than air. That’s why it didn’t explode,” Williams said. He made sure the ratio of gas to air was equal. Photo by Subhash Kantamneni
Arts & Academics/Science Arts & Academics/Science
Beyond Primary Colors
Girls’ basketball team gets chance at the playoff, despite various challenges
Girls’ Basketball Scoreboard Team Jupiter Independence Duncan HL Watkins Jeaga Jupiter Independence Duncan HL Watkins Jeaga Duncan (Playoff)
Us 43 30 21 27 29 37 20 20 30 43 23
33 34 48 17 10 33 33 14 24 14 27
IMPROV-MENTS Striking a pose, Jillian Mersky (6) and Chandler Paszkiet (6) perform their improvisation piece based upon the prompt “anniversary.” “I have always been the kind of person who goes up on a stage. I like to be seen and let people know that I have talent,” Mersky said. Mersky joined Jr. ITS because of a teacher’s recommendation. Photo by Katherine Oung
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Coloring Outside of the Lines Coloring Outside of the Lines
PLANNED PROPOSALS Discussing plans for the new school year, Ervin Williams (8) explains his idea for SGA to Jaylen Sanders (8) and Shaina Franks (8). “I want to understand what I can do to help the students in the best way,” Williams said. One of Williams’ jobs was to go to SAC meetings and write down what they said and discuss ideas. Photo by Isabella Kjaerulff
Working Together; Newspaper Give Back; NJHS
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depending on the sheet music all the time.” As with all arts, practicing was key to mastering the piano. But before practicing, students needed to get familiar with their piece. Although most students sight read the notes from the actual sheet music, some, such as Mabel Tam (7) preferred other methods. “I prefer learning by hearing the music, because sight reading is hard [for me],” Tam said. “I listen to the full piece [played] with both hands. Then I try to [replicate]the piece with my right hand.” After about two months of practicing, the piano department hosted their first
concert of the year. Parents, students, teachers, and the public were invited to two nights of piano performance. Pieces were played on a grand piano, not a keyboard. “I prefer using a piano over a keyboard, because a piano gives you more opportunities to embrace the sound of your piece,” Tam said. Piano students were required to take one piano class each year, though some took more and went beyond the normal. by Heather Rollins
What is your favorite chord?
“ The G chord is my favorite, since it is easy and fun to play, but still sounds really positive.” Aaliyah Ali (6) “G is my favorite chord because it combines some of the best notes of the piano into one combination” Clayton Lim (7) “ In general, flat scales are the best, because they sound awesome and are easy to play, and E flat seven is the best of them all. So it is my favorite chord.” Elizabeth Sinn (8) CHORD TROUBLE While playing a piece in the key of C, Kaylie Martling (6) struggles to play the correct chord. “My favorite chord is the C minor chord, because it makes any piece you’re playing sound spooky and haunted,” Martling said. According to music.net, a group of 3 or more notes played together makes a chord. Photo by Katherine Oung
“My favorite chord has to be G. It makes any piece sound really grand.” Gabriel Sun (7)
ACOUSTICALLY ATTEMPTING Concentrating on her piece, Cristina Lindner (7) strives to become better at her major. “I want to just get better moving up as a pianist in general and work faster so that the few months I get to practice a piece is enough,” Lindner said. Lindner usually approached a piece by sight reading it two times, then trying to play the piece by memory. Photo by Esha Dudhwewala
A FRIEND IN NEED Giving Ashley Kulberg (7) tips on her newspaper portfolio, Sreenidhi Nidamanur (7) demonstrates her point on Adobe Indesign. “We have to create [a digital portfolio] after every issue analyzing our work and how we would change or improve it,” Nidamanur said. Meeting the deadlines was a challenge for Nidamanur because she left her interviewing until the last minute. Photo by Subhash Kantamneni
ARTS AND ACA.
PIANO
LIGHT OF THE MOON While playing the piece “Clair de Lune”, Jacques Coury (8) focuses on hitting the right chord. “When you’re playing a piece, if you lose your focus for one moment, you’re going to mess up, so focusing is really important,” Coury said. “Clair de Lune” was a piece written in 1905 by Claude Debussy and meant “light of the moon” in French. Photo by Lili Mueller
IMPORTANT DYNAMICS Learning from a master pianist, Sean Schulze from the Cleveland Institute of Music, Shixaun Zhou (7) prepared for an upcoming piano competition, by practicing dynamics. “I think dynamics are important for a piano piece because it shows the mood and expression of a piece,” Zhou said. Dynamics were defined by the Music Dictionary as the relative loudness of a group of notes. Photo by Subhash Kantamneni
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Beyond the Primary Colors
Arts and Academics/Piano
he students sat in groups of three, discussing ways to improve representation in the school. Ideas were considered and discarded. One could hear the friendly chatter that filled Sharon Campbell, social studies teacher’s, classroom, and the occasional “eureka” from a group of students. Eventually, the Student Government officers came to the conclusion of selling candy canes as a holiday fundraiser. “We just started to [sell] candy canes,” Olivia Arnold communications (6) said. “We have to work together [with this fundraiser] because if you work alone, you get less work done. Some people cut the wrappers, and some attached the tags.” Beyond the fundraisers, participating students stayed after school for various jobs. They attended meetings, where they brainstormed and worked together. “The meetings help us understand that whatever position we are, we can have our voices be heard,” Ervin Williams communications (8) said. “I find that the question we always come to is ‘how can we affect Bak in the best possible way?’” Whether an SGA officer was an eighth grade representative, the treasurer, or any of the other jobs that SGA had in store, they got to gain experience so that one day, they could be the leaders of tomorrow. by Isabella Kjaerulff
National Junior Honors Society members make an effort to help the community
ight before a meeting, two co-presidents reviewed the agenda. Club members researched and ran over last minute notes, ready to present their ideas. “I love how we get to give back to the community. It’s so amazing to see the end result of all the donations,” Devika Jhaveri, theater (8), co-president said. The members of NJHS mostly ran fundraisers to help the community, such as a Fall Food Drive to feed the hungry, and a drive for Grandma’s Place, a home for needy or abused children that needed supplies. “I like the charity events we do, because it is a great experience to give back to the community,” Madaleine Rubin commuinications (8) said. Members were required a 30-hour minimum amount of community service hours to be part of the club. “I volunteer at events run by my elementary school. Also, I volunteer at animal rescues and adoption events,” Amanda Vanner, communications (8), secretary said. The responsibility of running the club was up to the students. “Students mostly run the club, because we come up TODAY’S AGENDA Presenting what would be discussed during the meeting, co-presidents with everything that we do. It allows us to sponsor [the] Lauren Herba (8) and Devika Jhaveri (8) speak animatedly to an attentive audience. “I love events that we want to,” Rubin said. “It’s great how creating the agenda,” Jhaveri said. “Alexis and I have such a fun time planning everything out and we work well together.” Jhaveri loved the freedom of NJHS. Photo by Lili Mueller everyone collaborates.” by Lili Mueller Clubs & Orgs/Jr. ITS/Student Government/Newspaper/NJHS 129 Clubs & Orgs/Jr. ITS/Student Government/Newspaper/NJHS 129
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THE ART OF EMOTION
SGA helps officers prepare for the future
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Beyond the chords...
GIRL’S BASKETBALL
SAFEGUARD Guarding the ball from her opponents, Lauren Dee (8) gets ready to pass the ball to a teammate. “In practice we did something called a tough man drill, which helps with situations like it in the game. I remember to keep in mind to be tough with the ball,” Dee said. The game was against Independence Middle, which the Bak team lost. Photo by Katherine Oung
The World’s a Stage; Jr. ITS The Leaders of Tomorrow; SGA
with your SAT’s and with getting into good colleges. It may also spark interests in books, reading, and writing,” Philippa Scroggins strings (8) said. Students also felt that their teachers impacted their love for writing and reading. Willow Hackett communications (6) said, “I like how Ms. Alonso respects us and makes us learn while having fun. We play games and do Reading Plus.” While students had goals they wanted to accomplish throughout the year, teachers also had objectives to achieve. Alonso said, “My goal is for my students to become lifelong learners and to love literature.” by Seoyoon Yang and Isabella Ramirez
MUSIC TO MY EARS Brianna Perry (8) works her way through the notes in order to learn her piece. “I practice slowly,it takes a long time for me to learn a piece and perfect it.” If given the choice between performing a solo piece or a duet, Perry preferred duets because it helped her practice for her Dreyfoos audition. Photo by Lili Mueller
PLAY BALL Trapping her opponents, Cora Gilbert (8) attempts to gain possession of the ball. “When we have a more skilled opposing team, they are often able to figure out our plays so we have to be stronger with the ball and get open by cutting across the court and running more complicated plays,” Gilbert said. Gilbert played aggressive defense due to her height. Photo by Madison Elliot
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pile of advertisement requests flew into the newspaper classroom, more than the staff had ever received before. There was no way the ads would all fit into the 12 pages of the Portfolio Newspaper, along with the photos, articles, and other graphic elements. Advisor Jessica Samons came up with a solution to include as many ads as possible. “We had to increase the number of pages to 16, to make sure we could fit all the copy that we needed to accurately cover the first weeks of school,” Nikita Tanguturi communications (7) said. “We had to stay as organized as we possibly could.” All of the staff, editor-in-chiefs included, were obligated to work around the new layout. This included putting some of the news articles on the Portfolio website, because there was not enough room in the original layout concept. “It was a challenge to make the [special] 16page layout because we had to move things around, and ignore the dummy layouts,” Luke Stone communications (8) newspaper co-editor-in-chief said. “We had created and make an entirely new layout.” by Heather Rollins
f one was to walk into Room 4-125, they would hear the silence, while young pianists tapped the keys, not making any noise. The sight was confusing, for most expected the music students to be playing loudly. The only ones who could hear the pieces being played by the students were the student playing and Estibaliz Gastesi-Latorre, piano teacher. There were even students who wrote their own music, such as Elizabeth Sinn (8). “Writing music is how I deal with my emotions.” Sinn said, “I have perfect pitch and a good memory, so I am able to memorize my pieces without
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Sports/Girls’ Sports/Girls’ Basketball Basketball
A windfall of ads results in a rare 16-page issue
arts is reading lots of interesting stories,” Cooper Musser theater (7) said. “We got to read a poem called ‘The Dash,’ which is about the dash between since you were born and when you die.” “My favorite time in language arts was Cranium Core, where we split up into teams and got to make a funny team name. Ms. Gardner would put up questions on the projector and our team would have to come up with an answer,” Jacob Schlessel communications (7) said. Language arts teachers also encouraged students to improve their comprehension, vocabulary, and mechanics. “Studying vocabulary can help you
Arts and Academics/English Language Arts Arts and Academics/English Language Arts
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REACH FOR THE STARS Trying to block a player from Independence, Isabella Martinez (8) reaches for the ball. “Independence is a very small team, and they are very fast. Our players tend to be bigger and slower, so we have to improve on that,” Martinez said. Martinez felt that the Bak team had to execute their plays more efficiently in order to have a successful game. Photo by Katherine Oung
FAST AND FURIOUS As her teammate, Nashani Taylor-Gilbert (8) dribbles the ball, Lili Mueller (8) backs her up. “My position is guard,” Mueller said. “I don’t lead the ball down the court like the point guard does, my job is to help move the ball around in our plays and I help make passes and shoot.” Mueller considered herself more of an defensive player. Photo by Tori Maxwell
Beyond Primary Colors Beyond Primary Colors
Students prove that practice makes perfect
SPORTS
KNOCK-IT-OUT Trying to get the ball out of her opponent’s hand, Czhen Beneby uses her height to help her. “I was pretty frustrated and tense because basketball is a pretty tough sport. Anytime I get the ball I have to be tougher since I’m taller than my opponents which makes them play tougher,” Beneby said. The game was a playoff against Duncan Middle. Photo by Katherine Oung
EVERLOST Aiyana Wyatt (6) and Samantha Rycroft (6) work on an Everlost assignment on exposition. “We got certain parts of the story to draw about and at the same time write about,” Wyatt said. The project taught students about the different parts of the plot mountain. Photo by Seoyoon Yang
A SHARP MAJOR
“I think it’s good to have a sport where you rely on teamwork.” Penelope Ryan post (6)
Sporting a New Color
he curtains parted and the lights of the theater cast a dim yellow glow on the stage. A pair of students, hand in hand and wearing bright tie-dye shirts, were revealed. Junior International Thespian Society (Jr. ITS) was a way for students with a love for theater to gain experience in the field of performing competitively. “I really enjoy being in theater, my major. That’s why I joined [Jr. ITS], because it was an outlet in which I could extend my passion. Jr. ITS attracted me, and plus, I was recommended by my teachers to join,” Sunaina Singh theater (6) said. Jr. ITS members competed in various festivals, such as Mini-Fest and District-Fest. The categories of pieces students could perform ranged from improvisation to large group performances to monologues. “I’m going to District-Fest with a monologue from the play “Power Play”. It’s about a girl who gets bullied at school. It’s a really emotional and touching piece. I feel like it shows that people get bullied for unimportant reasons,” Emily Matusik theater (7) said. The piece ended, and the theater resonated with applause. Glowing with happiness, the duo sat back down. by Katherine Oung
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“I played basketball because when I was younger, I played four different sports, but basketball was always the one I enjoyed the most.” Cora Gilbert forward (8)
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s the seconds of the clock ticked away, Nashani Gilbert-Taylor point guard (8) dribbled the ball on the shiny wooden floor for her second free-throw. It was the final minutes of the game, and Bak and HL Watkins were tied. After the team’s 20-14 win at an away game against Duncan Middle, they had to win the Watkins game in order to make it to the playoff. Her teammates and opponents waited in charged anticipation as the crowd and cheerleaders encouraged Gilbert-Taylor. “When I’m shooting, I try not to focus on the score, because the score doesn’t matter until the clock hits zero,” Gilbert-Taylor said. “I try to just keep playing.” The Bak team had started their season strong, winning their first game against Jupiter Middle 43-33. However, their next game was one of the most difficult of the season: the home game against Independence. “Independence had a strong full-court press, where they defended us all the way up the court and made it hard to inbound the ball. Also, they had a few girls that either were very fast or very tall,” Cora Gilbert forward (8) said. Despite this, the Bak players did not lose any of their motivation, dominating their next game at Jeaga with a score of 29-10. “The girls at Jeaga were fouling us a lot and we had to take three of our players out of the game because of it. However, our players stepped up, since we were missing two starters due to a muscle strain and a speech and debate competition,” Lili Mueller forward (8) said. “We tried to step up to the challenges and ended up winning the game.” One of the major difficulties the team faced throughout the season was losing many of their star eighth grade players who had left for high school. However, the past team members were able to teach the new sixth grader players the plays and formations. “I wasn’t on the team last year so the team members who were on the team the year before tell us what to do for a play and how to do a play if the [new members] don’t know how,” Sydney Williams forward (7) said. However, before the team could compete at the playoff game, they had to compete in a tie-breaker against Duncan. The girls’ lost in a tight game in overtime by four points, with a score of 23-27. “Right before overtime, we were actually ahead, but we weren’t strong enough in defense and Duncan scored, starting over time,” Cora Gilbert forward (8). “As a team, we all improved this season. We didn’t have as many strong players as last year, but we gave it our all.” by Katherine Oung
Thespians learn about different aspects of theater
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Sportscheck Why do you play?
REACH FOR THE STARS
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FLY SWATTING As James Walter 6) calls out the definition, players Adam Wenta (6), Matthew Fernandes (6), and Juan Guerrero (6) prepare to swat the right word. “I repeated the definition so I was able to identify the word for the test,” Fernandes said. He won second place. Photo by Seoyoon Yang
tudents sat at their desk, scanning their textbooks for important words to highlight. However, language arts classes at Bak were unique and exciting. Language arts teachers used different teaching methods that gave students a fun learning experience. “I try to find literature that they’ll enjoy,” Lourdes Alonso, sixth grade language arts teacher said. “All the teachers here at Bak do creative activities to keep the students interested.” Many students also had a favorite part about language arts. Language arts introduced students to enjoyable activities, such as an interesting literature or study game. “My favorite part about language
LANGUAGE ARTS
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Students explore art, their emotions, and themselves
hazy silhouette was drawn onto a smooth, brown sketchbook. Bright strokes of color splattered onto a once-white canvas. An artist surveyed her work with a careful, practiced eye, her hands stained with the colors of the rainbow. During the school year, students were given assignments that showed them the powers of creativity. “In Ms. Sherman’s class, we had to show time passing in a drawing without using a clock. I showed the sun moving through a window in my living room,” William Dhana (6) said. “It allowed me to find a different perspective on the world.
CLUBS AND ORGS.
majors to improve their self-esteem and creativity, as well as express how they felt. “I get to vent [out my] emotions when I draw. I can use art as an escape when I’m going through difficult things,” Madison Dowling (8) said. “I can create characters and worlds that I can do whatever I want with. It’s a great hobby I have had since I was younger.” “Art allows you to appreciate everything. I notice and have a higher understanding of the world,” Dennison said. “I get to be part of something that will change things.” by Katherine Oung RUNNING DRILLS Drilling into a piece of Plexiglas to make a print, Erica Schreiber (6) concentrates on keeping a steady hand. “First, you paint on the Plexiglas and then transfer it onto the paper. Then, you use the other side of the Plexiglas to drill into,” Schreiber said. When Schreiber turned in her first project, she felt like a professional artist. Photo by Cora Gilbert
JUNIOR ITS
CLIPS: PHOTOS
I would never have done the project if I wasn’t in a visual major class and had it assigned to me. It shows that when you use your creativity, there will be interesting outcomes.” Being a visual major gave students various periods every day to work on art assignments. Their projects ranged from still lifes and cartooning, to printmaking and sculpting. “I get to have a period every day to just do art. Sometimes you just want to draw and I get to put it down on paper and be proud of it,” Kathryn Dennison (8) said. Art created a positive outlet for visual
STRIKE A POSE Isabella Paciletti (6) stays still as she models for her classmates to draw her. “The thought that kept on going through my head was ‘Am I a good model?’ I was a bit embarrassed and worried that someone was going to get my bad side,” Paciletti said. Paciletti hoped to one day become an art teacher because art was one of her strengths. Photo by Sophia Pregadio
Beyond the canvas...
ARTS AND ACA.
VISUAL ARTS
What is your favorite medium to use? “I like using graphite pencil. I like shading and the textures that it makes.” Alexander Cano (6) “Acrylic. It’s easy to work with, and if you mess up, you can paint over it.” Delaney Callahan (7)
SCULPT TO PERFECTION As he rolls the clay, smoothing it out and shaping it into the sculpture he wants, Aidan Nelson (8) perfects his design. “I’ve been making sculptures for seven years and as I do more, I can expand on my knowledge of sculpting and get better,” Nelson said. Nelson enjoyed Paul Barker’s class because he got to do what he loved. Photo by Katherine Oung
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Beyond Primary Colors Beyond Primary Colors
BEAUTIFUL BOTANY Using a Sharpie, Isabella Franco (6) begins filling in the sketch of a plant. “I was thinking of a plant that looked scary but wasn’t dangerous,” Franco said. Thinking outside of the box was one of Franco’s favorite parts of being a visual arts major. Photo by Skyler Johnson
“Probably water color. It’s really easy and can cover large areas at one time.” Acel Suriaga (7) “CLAY”TASTROPHE Using a slab of clay, Rafael Gonzalez (8) makes a structure that is perfectly geometric. “I worked so hard on my ceramic pot. When it went in the kiln, it had air pockets that I wasn’t aware of and it combusted. It completely exploded,” Gonzalez said. After Gonzalez found out that his project had been destroyed, he was disappointed. Photo by Katherine Oung
“I like to use ebony pencil. You can get lots of different values.” Brandon Grama (8) Arts & Academics/Visual Arts Arts & Academics/Visual Arts
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CLIPS: PHOTOS
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Folio Copy
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